Presentation on theme: "Brendan Culligan, Coláiste Mhuire, Marino, Dublin, 9 Navan Education Centre, Thursday 21 st May, 2009."— Presentation transcript:
Brendan Culligan, Coláiste Mhuire, Marino, Dublin, 9 Navan Education Centre, Thursday 21 st May, 2009
Examine the skills needed to become a competent speller Profile spelling in relation to other curricular areas Profile the struggling speller Show how to create an IEP for the struggling speller What it says on the Tin! Reading, Phonics & Writing
We should not be concerned with the number of spelling mistakes a child makes… We should not be concerned with the number of spelling mistakes a child makes… We should be concerned with the type of mistakes being made We should be concerned with the type of mistakes being made
The function of spelling is to represent meaning Its function is not to represent sound ! What is the function of Spelling?
Sound Sound Vision Vision Meaning Meaning Etymology Etymology What the child should use to spell
Understand the process of spelling development Provide strategies What the Teacher should do
Phonetic Stage They use phonics to invent spelling, i.e., they assign letters strictly on the basis of sound Show evidence of word separation Great difficulty with vowels woslaf thay No regard for letter strings/patterns
Visual perception of word not used Huge divergence of inventions Bizarre / random attempts Sometimes no consistency
Note: For some children this stage will not be an interim measure The worst spellers are those hoo yous fonix too spel
How to help at this stage Train them to look for visual patterns/strings Identify the critical features of words (troublesome word time)
Use meaning as a strategy Develop word banks Provide spelling strategy Introduce proof reading
Transitional Stage Moving away from reliance on sound Develop visual strategies Still have difficulty judging if a word looks right (checking in word bank)
Are aware what letter strings go together They begin to use visual analogy and meaning They become more responsible *
Transitional stage Note: It may take a long time to get through this stage Those struggling will require assistance
Questions for Consideration Despite the spelling mistakes, is it an effective piece of writing? Despite the spelling mistakes, is it an effective piece of writing? What are the childs strengths? What are the childs strengths? Are there many spelling mistakes? Are there many spelling mistakes?
Questions for Consideration contd Would you correct them all? Would you correct them all? If no, which ones would you correct? If no, which ones would you correct? What are the most pressing needs of the child? What are the most pressing needs of the child?
Spelling Misspelling Spelling Misspelling second san second san class cass class cass went (x4) with went (x4) with our rar our rar schoolsclool schoolsclool tour tarer tour tarer rainingran rainingran morningmien morningmien playedpary playedpary gamegas gamegas ofa ofa soccersinsr soccersinsr rockroak rockroak climbingcailn climbingcailn canoeingcian canoeingcian
Spelling Misspelling Spelling Misspelling lake lasg lake lasg some sarm some sarm swimming saim swimming saim bought both bought both sweetssias sweetssias shop soph shop soph picnicpicin (?) picnicpicin (?) lunchlach lunchlach greatgat greatgat
(Address specific needs) (Address specific needs) Present correct version & compare** Present correct version & compare** List words that are correct List words that are correct Use analogies with known words Use analogies with known words Build on letter strings (Stile prog.) Build on letter strings (Stile prog.) Provide a strategy Provide a strategy Begin/continue with cursive writing Begin/continue with cursive writing